what the lecturer said. At the end of his discourses on the 'Georgics' or the 'Verrines,' each of them carried away a compendious volume, containing a transcript of the author's text, together with a miscellaneous mass of notes, critical, explanatory, ethical, æsthetical, historical, and biographical. In other words, a book had been dictated, and as many scores of copies as there were attentive pupils had been made.[86] The language used was Latin. No dialect of Italian could have been intelligible to the students of different nationalities who crowded the lecture-rooms. The elementary education in grammar requisite for following a professorial course of lectures had been previously provided by the teachers of the Latin schools, which depended for maintenance partly on the State[87] and partly on private enterprise. The Church does not seem to have undertaken the management of these primary boys' schools.
Since this was the nature of academical instruction in the humanities before the age of printing, it followed that the professor had a direct interest in frequently shifting his scene of operations. More than a certain number of such books as I have just attempted to describe could not be carried in his head. After he had dictated his work on the 'Georgics' at Florence, he was naturally anxious to move to Milan and to do the same. A new audience gave new value to his lectures, and another edition, as it were, of his book was put in circulation. In the correspondence which passed between professors and the rectors of the high schools previously to an engagement, we sometimes find that the former undertake to explain particular authors during their proposed residence. On these authors they had no doubt bestowed the best years of their lives, making them the vehicle for all the miscellaneous learning they possessed, and grounding their fame upon the beauty, clearness, and copiousness of their exposition.[88]
Having described the conditions under which professorial teaching was conducted in the fifteenth century, it is now of some importance to form a notion of the state of the book market and the diffusion of MSS. before the invention of printing. Difficult as it is to speak with accuracy on these topics some facts must be collected, seeing that the high price and comparative rarity of books contributed in a very important degree to determine the character of the instruction provided by the humanists.
Scarcity of books was at first a chief impediment to the study of antiquity. Popes and princes and even great religious institutions possessed far fewer books than many farmers of the present age. The library belonging to the Cathedral Church of S. Martino at Lucca in the ninth century contained only nineteen volumes of abridgments from ecclesiastical commentaries. The Cathedral of Novara in 1212 could boast copies of Boethius, Priscian, the 'Code of Justinian,' the 'Decretals,' and the 'Etymology' of Isidorus, besides a Bible and some devotional treatises.[89] This slender stock passed for great riches. Each of the precious volumes in such a collection was an epitome of mediæval art. Its pages were composed of fine vellum adorned with pictures.[90] The initial letters displayed elaborate flourishes and exquisitely illuminated groups of figures. The scribe took pains to render his caligraphy perfect, and to ornament the margins with crimson, gold, and blue. Then he handed the parchment sheets to the binder, who encased them in rich settings of velvet or carved ivory and wood, embossed with gold and precious stones. The edges were gilt and stamped with patterns. The clasps were of wrought silver, chased with niello. The price of such masterpieces was enormous. Borso d'Este, in 1464, gave eight gold ducats to Gherardo Ghislieri of Bologna for an illuminated Lancellotto, and in 1469 he bought a Josephus and Quintus Curtius for forty ducats.[91] His great Bible in two volumes is said to have cost 1,375 sequins. Rinaldo degli Albizzi notes in his Memoirs that he paid eleven golden florins for a Bible at Arezzo in 1406. Of these MSS. the greater part were manufactured in the cloisters, and it was here too that the martyrdom of ancient authors took place. Lucretius and Livy gave place to chronicles, antiphonaries, and homilies. Parchment was extremely dear, and the scrolls which nobody could read might be scraped and washed. Accordingly, the copyist erased the learning of the ancients, and filled the fair blank space he gained with litanies. At the same time it is but just to the monks to add that palimpsests have occasionally been found in which ecclesiastical works have yielded place to copies of the Latin poets used in elementary education.[92]
Another obstacle to the diffusion of learning was the incompetence of the copyists. It is true that at the great universities stationarii, who supplied the text-books in use to students, were certified and subjected to the control of special censors called peciarii. Yet their number was not large, and when they quitted the routine to which they were accustomed their incapacity betrayed itself by numerous errors.[93] Petrarch's invective against the professional copyists shows the depth to which the art had sunk. 'Who,' he exclaims, 'will discover a cure for the ignorance and vile sloth of these copyists, who spoil everything and turn it to nonsense? If Cicero, Livy, and other illustrious ancients were to return to life, do you think they would understand their own works? There is no check upon these copyists, selected without examination or test of their capacity. Workmen, husbandmen, weavers, artisans, are not indulged in the same liberty.'[94] Coluccio Salutato repeats the same complaint, averring that the copies of Dante and Petrarch no more correspond to the originals than bad statues to the men they pretend to represent. At the same time the copyists formed a necessary and flourishing class of craftsmen. They were well paid. Ambrogio Traversari told his friend Giustiniani in 1430 that he could recommend him a good scribe at the pay of thirty golden florins a year and his keep. Under these circumstances it was usual for even the most eminent scholars, like Petrarch, Boccaccio, and Poggio, to make their own copies of MSS. Niccolo de' Niccoli transcribed nearly the whole of the codices that formed the nucleus of the Library of the Mark. Sometimes they sold them or made advantageous changes. Poggio, for example, sold two volumes of S. Jerome's 'Letters' to Lionello d'Este for 100 golden florins. Beccadelli bought a Livy from him for 120 golden florins, having parted with a farm to defray the expense. It is clear that the first step toward the revival of learning implied three things: first, the collection of MSS. wherever they could be saved from the indolence of the monks; secondly, the formation of libraries for their preservation; and, thirdly, the invention of an art whereby they might be multiplied cheaply, conveniently, and accurately.
The labour involved in the collection of classical manuscripts had to be performed by a few enthusiastic scholars, who received no help from the universities and their academical scribes, and who met with no sympathy in the monasteries they were bent on ransacking. The new culture demanded wholly new machinery; and new runners in the torch-race of civilisation sprang into existence. The high schools were contented with their summaries and glosses. The monks performed at best the work of earthworms, who unwittingly preserve fragments of Greek architecture from corrosion by heaping mounds of mould and rubbish round them. Meanwhile the humanists went forth with the instinct of explorers to release the captives and awake the dead. From the convent libraries of Italy, from the museums of Constantinople, from the abbeys of Germany and Switzerland and France, the slumbering spirits of the ancients had to be evoked. The chivalry of learning, banded together for this service, might be likened to Crusaders. As the Franks deemed themselves thrice blest if they returned with relics from Jerusalem, so these new Knights of the Holy Ghost, seeking not the sepulchre of a risen God, but the tombs wherein the genius of the ancient world awaited resurrection, felt holy transports when a brown, begrimed, and crabbed copy of some Greek or Latin author rewarded their patient quest. Days and nights they spent in carefully transcribing it, comparing their own MS. with the original, multiplying facsimiles, and sending them abroad with free hands to students who in their turn took copies, till the treasure-trove became the common property of all who could appreciate its value. This work of discovery began with Petrarch. I have already alluded to the journeys he undertook in the hope of collecting the lost MSS. of Cicero. It was carried on by Boccaccio. The account given by Benvenuto da Imola of Boccaccio's visit to Monte Cassino brings vividly before us both the ardour of these first explorers and the apathy of the Benedictines (who have sometimes been called the saviours of learning) with regard to the treasures of their own libraries:[95]—'With a view to the clearer understanding of this text ('Paradiso,' xxii. 74), I will relate what my revered teacher, Boccaccio of Certaldo, humorously told me. He said that when he was in Apulia, attracted by the celebrity of the convent, he paid a visit to Monte Cassino, whereof Dante speaks. Desirous of seeing the collection of books, which he understood to be a very choice one, he modestly asked a monk—for he was always most courteous in manners—to open the library, as a favour,